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CHAPTER ONE INTRODUCTION

1.1 Background of the current study
Since February, 2013, the author has worked in a private college as a part-timeEnglish teacher for almost a year. It’s the first time for her to teach college students, despiteprevious two years’ experience as a middle school teacher. This opportunity provides herwith a glimpse into the reality of English learning process in college, a picture of how theformer middle school students would continue English learning after years of compulsorydrilling and close monitoring but this time mostly by autonomy. During college teachingpractice, a clearer and clearer image appears in her mind that not all language learners areas highly motivated as disciplined and socialized adults in cram schools, who are willing topay large sum of money hence equivalent efforts to obtain language progress; likewise, notall motivated learners, no matter to which degree, have adopted effective enoughapproaches or strategies to realize their achievement.The case especially goes for the ones that keep stumbling in their English learningroad. For the specific learner group in art major that has been long detached from literacycourses in middle school, limited language proficiency and low English learning autonomyconstitute their general impression of learning activities, which thus imposes greaterdemands on classroom teaching compared with other college majors. What are they stilldriven by in spite of common failure in learning process? How do such facets wield effectsonto the way in which they deal with learning problems? Can conscious intervention fromoutside help master learning content, build learning efficacy and improve learningachievement in the end? It is out of question that a global study on these issues wouldbenefit the teacher as well as the learners.
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1.2 Purpose of the study
The study primarily aims at identifying the following problems: features of Englishlearning motivation among art students, strategies inclination that they hold when learningEnglish, underlying relationship between motivation, strategies and language achievement,potential factors that affect learning achievement, approaches to improve learnermotivation and their effects.This study plans to explore general feature and pReference trend of motivation andstrategy in learning by means of factor analysis, survey, and correlation as well asregression study. A pedagogical experiment is also given to test the effects of motivationalstrategy instructions. Its theoretical research part mainly combines key international secondlanguage acquisition (SLA) elements with Chinese EFL context, followed by empiricalquestionnaire analysis for comparison. Factors that can not be testified by one survey areleft for a teaching experiment study. The pilot teaching mainly sheds light on the temporaldevelopment of motivation and how theoretical motivation strategy instructions can in factinfluence learner motivation. At last the results of experimental teaching on differentgroups of learners are combined with previous study to better demonstrate motivation andstrategy characteristics of students from art department and the writer suggests thatmotivational strategy instruction should be reinforced to keep motivating learning.
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CHAPTER TWO LITERATURE REVIEW

2.1 Motivation in L2 research
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